March 28

Today, we wrote into the day about our writing processes for the Annotated Bibliography.  Then, we got into our blog groups and workshopped our papers using the method we used for the last workshop.  For each group member, the paper was discussed for 15 minutes.

Homework:

• On your blog, answer the questions on the "Workshop Reflection for Your Blog" handout before class on Tuesday.
• Post your second draft to the blog (copy and paste) and to Blackboard (a Word file) before class on Thursday.  You will post your paper in Discussions under "Post Your Annotated Bibliography Draft Here."

After this week, we will no longer have required comments for the blog.

March 26

Today, we wrote down our current definition of plagiarism for writing into the day.  Then, in groups, we read page 282-284 in Practical Argument and wrote down another definition of plagiarism as a group.  Generally, the class wrote definitions like, "Using someone else's words or ideas without giving credit."

For 30 minutes, we talked about complexity of plagiarism by discussing the following questions:

• How do you figure out whether you need to cite an idea?
• If someone else's article gives you an idea, do you have to cite the original source?
• If you have an idea and then find out that an article was published five years earlier about that same idea, do you have to cite that source?
• Can you plagiarize yourself?
• How do you decide what counts as "common knowledge"?

Each person had different opinions ranging from the assertion that you only should cite directly quoted words to having to cite even vague ideas from a source.  In academia, you are required to cite a source if you directly quote, paraphrase or summarize from that source.  Also, in academia, if you turn in a paper you had written for another class, it is consider academic dishonesty.

Then, we talked about paraphrasing using the PowerPoint on BlackBoard under the coursework section (called "Paraphrasing and MLA PowerPoint").  After talking about the examples in the PowerPoint, we got into partners and wrote a paraphrase of the paragraph on the bottom of page 282 and the top of page 283 in Practical Argument.

Finally, we talked about how to format an MLA paper.  

• Times New Roman 12 pt font
• 1 inch margins
• Double space the entire document (make sure you check the box to not add space between paragraphs of the same style)
• Your last name and the page number need to go in the right side of the header of each page
• On the left side at the top of your first page, you need the following heading:
• Name
• Instructor's Name (Megan Keaton)
• Course (ENG 112)
• Date - day month year (Example: 10 December 2012)
• Your title should be only one double spaced line below your heading.  The title should be in Times New Roman 12 pt font (no bold, underline or italics) and centered.
• Start your paper only one double spaced line below the title.

Homework:

• Finish the Annotated Bibliography for your first three sources.
• Post the first draft to your blog.
• Bring hard copies to class for your workshop group.

March 21

Today, we responded to a quote by Kenneth Burke for writing into the day.  (This quote can be found at the beginning of the Joining the Conversation assignment description.)  Then, we talked about the Joining the Conversation assignment.  The due dates are as follows:

• April 9 - Rogerian Dialogue first draft due on Blackboard and the blog
• April 16 - Toulmin Dialogue first draft due on Blackboard and the blog
• April 25 - Argumentative first draft due on the blog; workshop in class
• April 30 - Argumentative second draft draft due on Blackboard and the blog

We reviewed the organization and expectation of the Annotated Bibliography and analyzed the example Annotated Bibliography that was sent in an email earlier today.  Finally, we spent the last 25 minutes of class working on our Annotated Bibliographies.

Homework:

• Read "The Truth about Plagiarism" in Practical Argument on pages 302-304.
• Post a reading response.
• Work on the Annotated Bibliography.  Workshop for the first draft is March 28.

March 19

For writing into the day, we answered the following questions:
1. In academic writing, you shouldn't use second person (you, your). Why do you think this is?
2. Why do you have to write formally for academic writing?

We got into six small groups and read pages 76-79 in Practical Arugment. Then, we applied the reading to essays in Practical Argument by finding the organization, the thesis, the evidence, and the stylistic techniques and assesssing the argument. Half the class read "There's a Reason They Choose Schools" (pages 508-510) and the other half read "Is College for Everyone?" (pages 635-636). After each group analyzed the essay, the small groups that read the same essay joined together (creating two big groups) and compared answers. The goal was to come up with a big group consensus.

Finally, we did a writing out of the day answering: How do you write an effective argument?

Homework:

• There is an extra credit opportunity. If you revise your Visual Analysis and post it to Blackboard before Friday at midnight, you will recieve 10 points extra credit.
• Choose another article that you will be using for your Annotated Bibliography. On you blog, analyze the rhetorical strategies of the article (thesis, organization, evidence, and stylistic techniquies) and assess the argument.

Bring two article for your Annotated Bibliography to class on Thursday. These articels should be articles you've already read and know you are using for the Annotated Bibliography.

March 7

I have had something come up today and had to cancel class.  We will cover the same things we were going to do in class by completing the reading and answering questions in one big post on the blog. Completing this assignment will count for your attendance and participation for today.  I will read your posts and clarify any questions or confusions you have.

Today, the goal is to learn another way to analyze the articles you will be finding, reading and using for your annotated bibliography. Here is what I want you to do before tomorrow night at 10 PM:

 1.  Complete the writing into the day on your blog by answering these questions:

o   Is Wikipedia a credible source?  Why/why not?

o   Do you think Wikipedia should be used in academic papers? Why/why not?

o   When you do research for school, how can you use Wikipedia to your advantage while maintaining the credibility of your sources and your paper?

2.  Read the following in Practical Argument:

o   The two paragraphs at the top of page 68

o   The entire section of Considering the Rhetorical Situation (the paragraph and the blue box) on page 70

o   The first paragraph and the blue box of each of the five elements on pages 70-74 (You will be skipping the explanations of MKL Jr.’s work.)

o   The paragraph under Considering the Means of Persuasion on page 75

3.  Read “Higher Education for All” on pages 99-102.

4.  Answer the following questions on your blog about “Higher Education for All”:

o   How would your understanding and opinions of this article change if you knew it was written by a college professor of 20 years?

o   How would your understanding and opinions of this article change if you knew it was written by a high school senior for a history class?

o   Answer all the questions in the blue boxes for the writer’s purpose, the writer’s audience, the topic and the context.

o   What appeal(s) did the author use?  How do you know?

5.  In a paragraph on your blog, explain why each of the five elements is important when reading, understanding and analyzing an article.  (A single paragraph, not a paragraph for each element.)

6.  On your blog, write out any questions, confusions or anything you are unsure about.

Homework:

• Before class on March 19, find an article you might want to use for your annotated bibliography.  In a post on your blog, answer the “Preparing to Write a Rhetorical Analysis” questions on page 80 in Practical Argument.
• Complete your two comments for this week.  You do not need to do comments or posts for the week of Spring Break beyond the above assignment.

Have a great Spring Break.

March 5

Today we went to the library for instruction in research.  Amy Burns, the librarian, helped us think about how to think about what search terms to use and taught us about online resources we can use for this paper.  Here are her talking points:

• There are three steps to writing a research paper: (1) focusing; (2) gathering; (3) writing.
• You can't use search terms like you would in Google.  When using academic or library search engines, you have to think about the terms that are being used by experts in the field.
• When searching your topic, use synonyms for all of your important key terms.
• Research is not about what you already know.  It's about what you find through the articles, books and websites.
• The link to the library website is http://www.cpcc.edu/library
• The multi-search tool on the library site will search databases, books and all other library resources. 
• If you find an article that might work, make sure to save it.  There is no guarantee that you will be able to find it later even if you use the same search terms.  You can always delete it later if you don't end up using it.
• Use the MLA citations in EBSCOhost, but make sure that it is right.

Amy has put together a research guide for us; the link is http://researchguides.cpcc.edu/eng112keaton.  On it, she has listed her email and several databases and websites that would be helpful for this paper.  During class, she showed us:

• National Center for Education Services (works best in Firefox)
• Pew Research CEnter
• Opposing Viewpoints
• CQ Researcher
• EBSCOhost
• The "education" topic in "Research Databases" on the library website.

Homework:

• Read "Wikiphobia: The Latest Open Source" in Practical Argument pgs. 341-342.
• Post a reading response on your blog.

Check your email for information about conferences after Spring Break. 

February 28

Today, we responded to a quote about research on the Web for writing into the day.  Then, we discussed the Annotated Bibliography assignment.  After discussing the Annotated Bibliography, we read the pages 220-225 and the blue box at the top of page 235 in Practical Argument.  In groups, we designed "cheat sheets" for sections we read and presented them to the class.

Finally, we watched a video about the Primerica Scam and discussed whether it was credible:

How is the video credible?

• They listed facts and numbers.
• They are on NYSE.
• They used a racial marketing tactic.
• The people were good speakers.

How could they make the video more credible?

• Explain how they made the money.
• Explain what they are actually selling.
• Show proof that those against them are wrong.
• Explain the length of time it took to make that money.

Homework:

• Post the answers to the "Self Assessment Reflection" handout on your blog before class on Tuesday.
• Post your second draft of your Visual Analysis to your blog before class on Tuesday.
• Post your second draft of your Visual Analysis to Blackboard before class on Tuesday.  Post it in the discussion forum called "POST YOUR VISUAL ANALYSIS DRAFT HERE." If you do not turn in the essay on Blackboard before class on Tuesday, you will receive a zero for this assignment.

Note: On Tuesday, we will meet in Room 3120 in the library.